LINGUA, JURNAL BAHASA & SASTRA, VOLUME 20, NOMOR 2, JUNI 2020

Improving the Eighth Grade Students’ Reading Comprehension of Recount

Texts through DRAW Strategy at SMP Negeri 28 Palembang: A Classroom
Action Research
Aminah Nurhasanah1)
aminahnurhasanah75@gmail.com

Abstract: This article reports the results of an action research which involved eighth grade
students of SMP Negeri 28 Palembang. The objective of the research was to improve students’
reading comprehension on recount texts by means of DRAW (Draw, Read, Attend, Write)
strategy. The study was conducted due to several underlying problems, namely: (1) the students
experienced difficulties in understanding reading texts, (2) the students were afraid or reluctant
to read loudly due to the lack of pronunciation skills, (3) the students reading’s comprehension
needed to be improved, i.e. by improving students’ reading comprehension on recount texts, (4)
the students did not understand the purpose of reading texts, (5) The students were rarely taught
by using effective strategies. This research was conducted in two cycles, each cycle consisted of
four steps, namely: (1) plan, (2) action, (3) observation, and (4) reflection. Findings show that
there was increasing average score from cycle 1 (64.22) to cycle 2 (75.63). It means that was
11, 41% improving reading ability to cycle 2. Based on the results, it is concluded that DRAW
strategy can improve students’ reading comprehension on recount texts through two cycles of
the implementation of DRAW strategy.
Keywords: recount text, DRAW strategy

Abstrak: Artikel ini melaporkan hasil penelitian tindakan kelas yang melibatkan kelas VIII
(delapan) di SMP Negeri 28 Palembang. Tujuan dari penelitian tindakan kelas ini adalah untuk
memperbaiki pemahaman siswa membaca recount text dengan menggunakan strategi DRAW(
menggambar, membaca, mengikuti dan menulis). Studi ini diadakan untuk memperbaiki
pemahaman siswa membaca. Adapun permasalahan dari studi ini adalah: (1)Siswa mengalami
kesulitan dalam memahami text membaca. (2) Siswa takut dan ragu ketika diminta membaca
nyaring karena masih lemah dalam melafalkan kata. (3) Pemahaman siswa membaca perlu
diperbaiki, misalnya dengan memperbaiki pemahaman siswa membaca recount text. (4) Siswa
tidak mengetahui tujuan dari text. (5) Siswa jarang diajarkan dengan menggunakan strategi
belajar yang efektif. Penelitian tindakan kelas ini dilaksanakan dengan menggunakan dua
siklus, masing-masing setiap siklus ada 4 (empat) tahap, yaitu : (1) rencana, (2) tindakan, (3)
observasi, (4) refleksi. Hasil temuan menunjukkan ada peningkatan nilai rata-rata dari siklus
ke satu (64.22) ke siklus ke dua (75.63). Ini berarti bahwa ada peningkatan kemampuan
membaca pada siklus ke dua. Berdasarkan hasil ini, dapat disimpulkan bahwa strategi DRAW
dapat memperbaiki pemahaman siswa membaca recount text melalui 2(dua) siklus penerapan
strategi DRAW.

Kata-kata kunci: recount text, strategi DRAW

1)
Teacher of SMP Negeri 28 Palembang, South Sumatera
113
 Aminah, DRAW Strategy for Reading Comprehension of Recount Text
Students should learn the skills (listening,
speaking, reading and writing) in using
English as a foreign language, mainly in order
to be able to use English communicatively.
According to Harmer (2010),” Students of
EFL (English as a Foreign Language) tend to
be learning so that they can use English when
visiting or communicating with other people,
from whatever country, who additionally
speak English”. Communicative strategies
do not only involve using a language in its
spoken forms. Instead, they also involve the
use of language in its written forms.
One of language competences that has
essential function is reading. This competence
is obtained to increase perception about
other people’s ideas through a book or a
writing form. By reading, students are able
to understand the writer’s way of thinking. It
also helps the students in searching new ideas
through their critical thinking developed by
means of reading. According to Petel and
Jain (2008, p. 213) there are three stages in
process of reading:
(1) The first stage is the
recognition stage. At this stage
the learners simply recognize
the graphic counter parts of the
phonological items. For instance,
he recognizes the spoken words
in its written form. (2) The
second stage is the structuring
stage. The learners see the
syntactic relationship of the items
and understands the structural
meaning of the syntactical units.
(3) The third is the “interpretation
stage”.
Based on the researcher’s observation at
SMPN 28 (State Junior High School number
28) the result of reading test at eighth grade
of SMP N 28 Palembang showed that most
of the students obtained scores lower than the
passing grade, which was 72. The results of a
pretest that the researcher conducted showed
that the number of students, who scored above
81, was only eight students. There were five,
who obtained a score between 72 and 80. A
number of 32 students scored less than 72.
It is noticed that the eighth-grade students
of SMPN 28 (State Junior High School) had
difficulties in comprehending the content
of the reading. Therefore, it is clear that the
teacher, who is also the researcher, needed
to find out an appropriate method to make
students able to comprehend the reading text.
A strategy is needed to improve students’
reading comprehension through the use of
114
higher order thinking skills. Comprehension
of recount texts is one of the basic reading
competences to be achieved in the eighth
grade of Indonesian classrooms. Therefore,
this research focuses on improving eighth
students’ comprehension of recount texts.
One of the strategies that can be used
in teaching reading is DRAW strategy.
DRAW strategy can be used in developing
critical reading skills, such as getting a
main idea and finding out information from
a text. Agnew (2000) states that DRAW
stands for Draw, Read, Attend, and Write.
The strategies involve students working in
groups. It is divided into four main steps.
The first is “Draw” (D), in which students
take a question from a container, then
illustrate the question by drawing a picture.
The second is “Read” (R), in which students
read the materials upon which the questions
are based upon and write their answers on
the question sheet. The third is “Attend” (A).
In this step, the student-group, who drew the
first question, read the question, answer it,
and give explanation about the answer. The
fourth is “Write” (W). During this final step,
students discuss and write the answer. When
all of the questions are answered, the teacher
randomly draws questions to make a quiz.
At this stage, students are given the option
whether or not to allow the teacher to grade
their answers
Sadler (2011, p.12) states that “this strategy
involves reading, writing, speaking, and
listening. It encourages higher order thinking,
motivates students in gaining information,
promotes discussion, encourages listening,
and promotes participation. The level of
questions that are chosen is important.”
Moreover, Agnew (2000) claimed that
DRAW strategy motivates students to acquire
knowledge, encourages students to learn from
each other and facilitates full participation
in the classroom. The interaction among
students during reading activities will set the
class more active and alive.
METHOD
This research was a Classroom Action
Research (CAR), which was done in order
to improve a learning problem on teaching
and learning process. Fraenkel et al (2012)
state that an action research is done by one
or more researcher to solve a problem or
collect information on learning practices in
the classroom. McNiff and Whitehead (2002,
p. 39) state that “The focus of action research
is to observe behavior and offer descriptions
115 LINGUA,
JURNAL BAHASA & SASTRA, VOLUME 20, NOMOR 2, JUNI 2020
of what people are doing.” Ferrance (2000)
asserts that in the educational field, action
research is used for various purposes, namely
development of school-based curriculum,
systems development, and evaluation.
Burns (2003) suggests that there are a
number of common features which can be
considered in characterizing action research.
First, action research is contextual, small-
scale and localized, it means that action
research determines and discoveries problems
with a specific situation and location. Second,
action research is evaluative and reflective. It
means that action research has a purpose to
change and improve teaching and learning
process. Third, it is participatory as it
involves collaborative investigation. It means
that action research engages a team of people
who see the value in working, receive mutual
benefits for the project, and systematically
examine how to improve teaching and
learning process through an empirical
research. Finally, changes in practice are
based on the collection of information or
data. It means that action research has an
aim to change for the better, to evaluate
one’s own teaching practices, and to improve
strategy in teaching and learning process.
“Action research occurs through a dynamic
and complementary process, which consists
of four essential “moments” of planning,
action, observation and reflection” (Kemmis
and McTaggart in Burns, 2003, p. 32).
This classroom action research examined
how DRAW strategy can improve students’
reading comprehension on recount text. The
purpose of this research was to examine how
the improvement takes place in a foreign
language learning classroom setting and how
the strategy increases students’ classroom
participation toward the enhancement of
their reading comprehension.
(Haryono, 2015, p. 115)
Figure 1. Framework of Thinking
In the pre-condition, student’s score was
low. Because many students didn’t understand
and comprehend on recount texts. There are
many factors which caused this condition.
One of them was the teacher’s use traditional
teacher-centered strategy. Therefore, most
of the students felt bored and did not have
the motivation for practicing critical reading
skills, such as distilling a main point and
finding information in a text. By conducting
DRAW strategy in the classroom, teachers
engage students to work in small groups to
discuss a text and respond to questions that
involve critical thinking. In short, DRAW
strategy encourages higher order thinking,
motivates student’s in gaining information,
promotes, discussion, encourage listening,
and promotes participation.
The classroom action research was
conducted at Junior High School 28 (Sekolah
Menengah Pertama/SMPN 28) Palembang.
It involved 32 eighth grade students in the
researcher’s classroom, which consisted of
15 females and 17 males. In conducting the
study, the researcher was accompanied by a
collaborator, was also an English teacher at
SMPN 28 Palembang with eighteen years of
teaching experience. The collaborator works
together with the researcher to observe,
evaluate, help and improve the teacher’s
pedagogical practices (Haryono, 2015).
This classroom action research followed a
model by Kemmis and Mc Taggart (1988).
They proposed a spiral model comprising
four steps as follows: 1) plan, 2) action, 3)
observation and evaluation, and 4) reflection.
The cycles of action can be illustrated as a set
of activities as described in Figure 2 below.
(Kemmis & McTaggart, 1988, p.11)
Figure 2. Cycle of Action Research
Plan
At this step, the researcher plans the
teaching and learning activities that consists
of the following steps: a) preparing of
learning and teaching material, b) provision
of lesson plan, c) provision of students’ work
sheet, d) provision of students’ observation
sheet, e) preparation of students’ reading of
recount texts rubric assessment.
 Aminah, DRAW Strategy for Reading Comprehension of Recount Text
Action
At this step, the researcher will apply
teaching action on the basis of lesson plan of
the classroom action research that has been
prepared before. The teaching procedures
will be based on the DRAW strategy to teach
reading comprehension of recount reading
and the researcher explain recount texts and
its components to the students.
Observation and Evaluation
The observation in the classroom was done
using student’s and teacher’s observation
sheet which has been provided beforehand in
the plan stage. In this stage, the researcher
conducted a test to find out the students’
achievement in reading comprehension
mastery, and the researcher asked the teacher-
observer to observe the class condition while
the students were taught by using DRAW
strategy.
Reflection
According to Kusumah and Dwitagama
(2012, p.40), reflection is an evaluation about
the actions which have been done by the
researcher. The researcher and collaborator
discussed the weaknesses and strengthen of
treatment. Results of the reflection provide
a basis for the researcher in planning for the
next cycle.
The procedures of the treatment consist of
one or more cycles. The four steps mentioned
As shown in Table 1, the number of
students who passed the minimum score
improved by 10%. In the preliminary stage,
only 15% of the students passed the minimum
score. In Cycle 1, the percentage increased
to 25%. The data showed that the criterion of
successful study was unreachable. Therefore,
the next cycle was required to reach the target
116
above must be conducted in each cycle.
The number of cycles depends on students’
achievement. The treatment terminates when
a minimum of 85 % of the students reached
the minimum score criterion of 72.
The data was collected by using
observation sheet and reading test. There are
two kinds of observation sheet. The first is to
observe teacher and the second is to observe
students. The score of the students’ test was
signed as numbers or numerical from that
obtained through counting and measurement.
The data was taken from students’ reading
score by using formula of percentage
proposed by Richards et al.(2010).
FINDINGS AND DISCUSSION
The researcher conducted a classroom
action research to solve students’ obstacles and
improve the eighth-grade students’ reading
comprehension on recount text through
DRAW strategy at SMP N 28 Palembang. In
general, the use of DRAW strategy improved
students’ reading comprehension of recount
texts as proven by the results of reading tests
in every cycle. In order to know the students’
improvement in reading comprehension of
recount texts, the researcher compared her
students’ reading comprehension test scores
in the preliminary stage and those at the end
of Cycle 1. It was found that there was a
small improvement of students’ score due to
the use of DRAW strategy.
of criteria.
In order to know the improvement
in students’ reading comprehension, the
researcher compared the students’ reading
comprehension test scores on recount texts
in cycle 1 and those in cycle 2. The results
of the students’ score can be seen in Table 2
below.
117 LINGUA,
JURNAL BAHASA & SASTRA, VOLUME 20, NOMOR 2, JUNI 2020
As shown in Table 2, the number of
students who passed the minimum score
improved significantly by 60%. In Cycle 1,
only 25% of the students passed the minimum
score, while in Cycle 2 the percentage
increased to 85 %. The data showed that
the criteria of success could be reached and
that the application of DRAW strategy could
successfully improve the students’ reading
comprehension on recount texts. Moreover,
the researcher and the collaborator found
that all of the students participated actively,
enjoyed the teaching and learning process
and student-centered pedagogy could be
applied.
It can be seen from the research findings
that students’ scores of reading recount texts
improved in every cycle, from the preliminary
stage to Cycle 2. Most of the students were
The writer also found improvement in
students’ participation in Cycle 1 and Cycle
2 as shown in Table 4 and Table 5. Table 4
shows that students’ participation improved
able to identify social function, structure text
and language features of recount texts, also
answer questions about general and specific
information, find synonyms, antonyms,
reference word and arrange the sentences
into a good paragraph. DRAW strategy helps
the students in overcoming the problems
in answering questions concerning recount
texts. In addition, it encourages higher order
thinking skills to develop, motivates students
in gaining information, promotes discussion,
encourages listening, and promotes
participation.
Table 3 shows the list of students’ scores
in each cycle. In Cycle 1, the highest score
was 75 and the lowest score was 40. In Cycle
2, the highest score was 85 and the lowest
score was 65. In each cycle, the students
score always increased.
by 59%, while Table 5 indicates that students’
improvement of teaching and learning
activities improved by 60%.
 Aminah, DRAW Strategy for Reading Comprehension of Recount Text
The DRAW strategy was proven to improve
students’ reading comprehension. With
improvements and revisions of the treatment,
the percentage of students who reached the
minimum score criterion increased from 25
% in Cycle 1 and 85% in Cycle 2. DRAW
strategy assisted students in overcoming their
difficulties, improved their higher order
thinking skills and increased their motivation
in the learning process. The strategy also
encouraged group work and engaged
the students in classroom discussions.
The result of this research is in line with
Agnew’s (2000) claim the DRAW strategy
can improve knowledge, give opportunities
for students to learn from each other, and
increase their participation in the classroom.
It is also relevant to Sadler’s (2011) notion
that DRAW strategy can improve higher
order thinking skills.
CONCLUSION AND SUGGESTION
In line with the findings of this classroom
action research, it is concluded that Draw,
Read, Attend, Write (DRAW) Strategy can
improve students’ reading comprehension on
recount text of the eighth-grade students of
SMP Negeri 28 Palembang. It also increases
students’ participation and the quality of
teaching and learning process.
Based on the findings of this study,
the researcher offers several suggestions.
The writer suggests that teachers and
students apply DRAW strategy because it
is a worthwhile strategy, good for practical
critical reading skill and encouraging higher
order thinking skills. DRAW strategy can
improve teaching and learning process
and students’ participation. The interaction
among students during reading activities
will set the class more active and alive. In
addition, the researcher recommends that
DRAW strategy also be applied in teaching
reading of different genre of reading texts.
She also recommends that other researchers
to conduct the classroom action research
through DRAW strategy in a longer period of
time for better planning and results.
118
REFERENCES
Agnew, M.L. (2000). DRAW: A motivational
reading comprehension strategy for
disaffected readers. Retrieved from Umi.
com/pqdlink ver= 1
Burns, A. (2001). Doing action research in
english language teaching, a guide for
practitioners. New York: Rouletge British
Combo. Com.
Burns, A. (2003). Collaborative Action
research for English language teachers.
Cambridge, UK: Cambridge University
Press.
Ferrance, E. (2000). Action research.
Providence, RI: LAB, Northeast and
Island Regional Education laboratory a
Brown University.
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H.
(2012). How to design and evaluate
research in education. New York, NY:
Mc-Graw Hill Education.
Harmer, J. (2010). The practice of English
language teaching (4th ed.). London, UK:
Pearson Longman.
Haryono. (2015). Bimbingan teknik menulis
penelitian tindakan kelas (PTK).
Yogyakarta, Indonesia: Amara Books.
Kemmis, S., McTaggart, R., & Nixon, R.
(2014). The action research planner:
Doing critical participatory action
research. London, UK: Springer.
Kusumah, Wijaya & Dwitagama, D. (2012).
Penelitian tindakan kelas. Jakarta,
Indonesia: Indeks.
McNiff, J., & Whitehead, J. (2002). Action
research: Principle and practice.
Petel & Jain. (2008). English language
teaching (method, tool and technique).
Jaipur: Sunrise.
Richard, J.C. & Rodgers, T.S. (2010).
Approaches and methods in language
teaching. Cambridge, UK: Cambridge
University Press.
Sadler, C.R. (2011). Comprehension strategy
for middle grade learners: A handbook
for content area teachers. Newark. DE:
International Reading Association.